Neuropsychiatrie de l''Enfance et de l''Adolescence最新文献

{"title":"Représentations parentales suite au diagnostic d’autisme : entre l’ici et le monde tamoul","authors":"N. Bergen ,&nbsp;A. Simon ,&nbsp;M.R. Moro ,&nbsp;T. Baubet","doi":"10.1016/j.neurenf.2025.05.001","DOIUrl":"10.1016/j.neurenf.2025.05.001","url":null,"abstract":"<div><div>This qualitative and cross-cultural study explores the experiences of Tamil parents living in France following the diagnostic disclosure of autism in their child. Understanding parental representations related to the diagnosis is seen as a crucial component of therapeutic work. Nine families followed in a mental health center called Centre Médicopsychologique were interviewed through semi-structured sessions with an interpreter, using the McGill Illness Narrative Interview method. The findings were analyzed through an interpretative phenomenological approach and are organized into three key themes: a progressive confrontation with the disorder, evolving from initial concern to a process of appropriation and a search for support within the Tamil autism parent community; a subjective reflection on the disorder, shaped by etiological questions; a dynamic mindset reflecting a drive to act, where parents express a need for concrete strategies to support their child.</div></div>","PeriodicalId":39666,"journal":{"name":"Neuropsychiatrie de l''Enfance et de l''Adolescence","volume":"73 5","pages":"Pages 289-294"},"PeriodicalIF":0.0,"publicationDate":"2025-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145021087","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Agenda","authors":"","doi":"10.1016/j.neurenf.2025.08.002","DOIUrl":"10.1016/j.neurenf.2025.08.002","url":null,"abstract":"","PeriodicalId":39666,"journal":{"name":"Neuropsychiatrie de l''Enfance et de l''Adolescence","volume":"73 5","pages":"Pages 297-299"},"PeriodicalIF":0.0,"publicationDate":"2025-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145021089","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Mise à l’épreuve de la Grille Alternative Psychomotricité Prématurité Environnement Affectivité (GAPPEA) via la clinique de la prématurité","authors":"M. Perrier Genas ,&nbsp;J. Boutinaud","doi":"10.1016/j.neurenf.2025.07.002","DOIUrl":"10.1016/j.neurenf.2025.07.002","url":null,"abstract":"<div><h3>Objectives</h3><div>This article presents an implementation of the GAPPEA grid (Grille Alternative Psychomotricité Environnement Affectivité–Alternative Psychomotor Environment Affectivity Grid), based on the needs encountered in clinical practice in CAMSP with regards to babies born prematurely and their families.</div></div><div><h3>Patients and method</h3><div>The grid was tested on a cohort of 81 8-month-old babies (8 months of age, real or corrected, including premature babies) involving the networking of several dozen psychomotor therapists around its use.</div></div><div><h3>Results</h3><div>In addition to the feedback received from the psychomotricians who took part in the study and who emphasised the points of interest, the use of the grid made it possible to specify certain particularities and weaknesses in the psychomotor development of premature babies (sensory irritability, prevalence of hyper-extension patterns, undesirable effects of sitting, etc.) as well as their impact on the psychomotor development of premature babies. It also defined their impact on interactions with parents (which were measured here via their effects on carrying, feeding, play and communication).</div></div><div><h3>Discussion</h3><div>In light of this experiment, the use of the grid enabled an in-depth clinical reading of the potential and difficulties of the babies concerned, facilitating better identification of certain clinical signs and their issues. It also defined precise indications for thinking about their care and guiding parents on very concrete aspects.</div></div><div><h3>Conclusions</h3><div>The use of the grid in this context underlines the relevance of its handling, thus opens the possibility of diversifying its use and improving it in the future through other research by using it as a support. It offers a practical and useful tool for psychomotricians in their assessment and care activities in the field of therapeutic support for babies and their parents.</div></div>","PeriodicalId":39666,"journal":{"name":"Neuropsychiatrie de l''Enfance et de l''Adolescence","volume":"73 5","pages":"Pages 266-275"},"PeriodicalIF":0.0,"publicationDate":"2025-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145021085","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Passage de l’enfant handicapé à l’âge adulte, recommandations de l’Académie nationale de médecine","authors":"A. Yelnik (Professeur émérite, Membre correspondant de l’Académie nationale de médecine)","doi":"10.1016/j.neurenf.2025.06.005","DOIUrl":"10.1016/j.neurenf.2025.06.005","url":null,"abstract":"<div><div>Children, and their close entourage, growing up with severe disabilities will face a change in the medical and medico-social environment in adolescence, imposed simply because of a transition to the legal age of adulthood. These changes involve significant risks of disruption in care, as well as life and educational projects. The National Academy of Medicine, through its transdisciplinary medical perspective, wished to make its contribution, based on the local responses already provided, to promote good practice in the support of the transition of the disabled child to adulthood, for all situations of severe motor and associated or psychiatric disabilities, highlighting their common points. These recommendations have been drawn up for the attention of administrative and legal decision-makers and for professionals in the medical and medico-social sectors.</div></div>","PeriodicalId":39666,"journal":{"name":"Neuropsychiatrie de l''Enfance et de l''Adolescence","volume":"73 5","pages":"Pages 237-238"},"PeriodicalIF":0.0,"publicationDate":"2025-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145021080","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"The perinatal bereavement of a twin: Support from pregnancy until telling the surviving twin","authors":"J. Letot ,&nbsp;B. Bayle","doi":"10.1016/j.neurenf.2025.02.008","DOIUrl":"10.1016/j.neurenf.2025.02.008","url":null,"abstract":"<div><div>This article aims to provide practical recommendations of support during the perinatal bereavement<span><span> of a twin based on both clinical practice and scientific literature. This loss is experienced by the parents as a challenging moment, with a risk of developing mental disorders. It seems essential to give concrete elements of the accompaniment of the parents by health and mental health professionals. We discuss antenatal </span>bereavement, how to deal with the ambivalence felt by the parents (between the work of mourning for the deceased twin and the bonding to the surviving twin), the inclusion of the family and the partner in the work of bereavement, and practical implementations within the hospital. Training health professionals to intervene early will reduce the psychopathological risk in both the parents and the surviving twin.</span></div></div>","PeriodicalId":39666,"journal":{"name":"Neuropsychiatrie de l''Enfance et de l''Adolescence","volume":"73 5","pages":"Pages 244-248"},"PeriodicalIF":0.0,"publicationDate":"2025-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145021082","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Impact d’interventions pédagogiques sur les performances des collégiens souffrant de difficultés d’apprentissages en langage écrit et mathématiques. Une étude contrôlée","authors":"Catherine Billard ,&nbsp;Sahawanatou Gassama ,&nbsp;Monique Touzin ,&nbsp;Anne Mirassou ,&nbsp;Arnold Munnich ,&nbsp;Jean-Christophe Thalabard","doi":"10.1016/j.neurenf.2025.02.003","DOIUrl":"10.1016/j.neurenf.2025.02.003","url":null,"abstract":"<div><h3>Aim</h3><div>This study investigated pedagogical interventions for adolescents with learning difficulties (LDs) in France, a topic addressed in the Anglosphere but still largely underexplored.</div></div><div><h3>Material and method</h3><div>In a cohort of 188 sixth- and seventh-graders, selected tests from the BMT-i battery identified middle-schoolers as having learning deficits based on norm-referenced scores below the 20th percentile in written language or mathematics assessment. After screening, 117 students with Learning Difficulties in written language, mathematics, or a combination of the two were selected. After written agreement from parents, experimental students (<em>n</em> <!-->=<!--> <!-->76) were assigned to 35-session written French or math teacher-led interventions under researcher supervision. Control students (<em>n</em> <!-->=<!--> <!-->25) participated in none. Intervention effects were measured by Comparing differences in initial (T0), immediate post-intervention (T2), and delayed post-intervention (T3) test scores for different subgroups.</div></div><div><h3>Results</h3><div>By T2, in the experimental group deficits had fully receded for reading fluency and comprehension, numeration, and mental arithmetic, and had diminished for spelling and problem-solving; in the control group, deficits remained prominent overall. Effects persisted until T3. Improvements in reading comprehension were greater among French intervention participants than among controls (<em>P</em> <!-->&lt;<!--> <!-->0.001). Math intervention participants made greater progress in problem-solving, numeration, and subtraction (<em>P</em> <!-->&lt;<!--> <!-->0.0001 to <em>P</em> <!-->&lt;<!--> <!-->0.05).</div></div><div><h3>Interpretation</h3><div>While larger controlled trials are warranted to corroborate them, these findings underscore the value of pedagogical interventions for remedying middle school LDs.</div></div>","PeriodicalId":39666,"journal":{"name":"Neuropsychiatrie de l''Enfance et de l''Adolescence","volume":"73 4","pages":"Pages 175-185"},"PeriodicalIF":0.0,"publicationDate":"2025-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144254947","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Reprint of: Impact of pedagogical interventions on written language or math learning difficulties in middle schoolers: A nonrandomized controlled study","authors":"C. Billard ,&nbsp;S. Gassama ,&nbsp;M. Touzin ,&nbsp;A. Mirassou ,&nbsp;A. Munnich ,&nbsp;J.-C. Thalabard","doi":"10.1016/j.neurenf.2025.03.001","DOIUrl":"10.1016/j.neurenf.2025.03.001","url":null,"abstract":"<div><h3>Aim</h3><div>This study investigated pedagogical interventions for adolescents with learning difficulties (LDs) in France, a topic addressed in the Anglosphere but still largely underexplored.</div></div><div><h3>Method</h3><div>In a cohort of 188 sixth- and seventh-graders, selected tests from the BMT-<em>i</em> battery identified middle-schoolers as having learning deficits based on norm-referenced scores below the 20th percentile in written language or mathematics assessment. After screening, 117 students with learning difficulties (LDs) in written language, mathematics, or a combination of the two were selected. After written agreement from parents, experimental students (<em>n</em> <!-->=<!--> <!-->76) were assigned to 35-session written French (Fr) or math (Ma) teacher-led interventions under researcher supervision. Control students (<em>n</em> <!-->=<!--> <!-->25) participated in none. Intervention effects were measured by comparing differences in initial (T0), immediate postintervention (T2), and delayed postintervention (T3) test scores for different subgroups.</div></div><div><h3>Results</h3><div>By T2, in the experimental group, deficits had fully receded for reading fluency and comprehension, numeration, and mental arithmetic, and had diminished for spelling and problem-solving; in the control group, deficits remained prominent overall. Effects persisted until T3. Improvements in reading comprehension were greater among Fr intervention participants than among controls (<em>P</em> <!-->&lt;<!--> <!-->0.001). Ma intervention participants made greater progress in problem-solving, numeration, and subtraction (<em>P</em> <!-->&lt;<!--> <!-->0.0001 to <em>P</em> <!-->&lt;<!--> <!-->0.05).</div></div><div><h3>Interpretation</h3><div>While larger controlled trials are warranted to corroborate them, these findings underscore the value of pedagogical interventions for remedying middle-school LDs.</div></div>","PeriodicalId":39666,"journal":{"name":"Neuropsychiatrie de l''Enfance et de l''Adolescence","volume":"73 4","pages":"Pages 186-195"},"PeriodicalIF":0.0,"publicationDate":"2025-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144254948","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"La reconnaissance du haut potentiel intellectuel, quelles conséquences ? Une approche qualitative du point de vue des adolescents","authors":"E. Mazeaud ,&nbsp;M. Ludot ,&nbsp;J. Sibéoni ,&nbsp;R. Radjack ,&nbsp;M.R. Moro ,&nbsp;A. Harf","doi":"10.1016/j.neurenf.2025.03.006","DOIUrl":"10.1016/j.neurenf.2025.03.006","url":null,"abstract":"<div><div>There is no environment today in which we do not hear about HIP. Whether in healthcare, schools or the media, the subject of HIP is becoming a universal and societal issue. Through this study, we wanted to give a voice to those concerned in order to highlight, from an emotional point of view, the consequences of having received this designation on their development. Ten teenagers and young adults were interviewed using a semi-structured interview guide developed by the Maison de Solenn team, and their stories were analysed using a qualitative methodology. In this article, we focus on three main themes: the psychological assessment and its effects, post-appointment family reorganisation, and changes in the aftermath. Over and above the pros and cons and the many polemics surrounding the issue of HIP, this article takes a nuanced approach to all the issues and changes that the HIP designation can generate in a young person and his or her family. Derived from a constructivist perspective, the emergence of the HIP category also responds to a ‘need to believe’ and to the quest for ideals by adolescents and young adults in our society. Professionals must be able to interpret this category in terms of its complexity and nuances.</div></div>","PeriodicalId":39666,"journal":{"name":"Neuropsychiatrie de l''Enfance et de l''Adolescence","volume":"73 4","pages":"Pages 196-204"},"PeriodicalIF":0.0,"publicationDate":"2025-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144254954","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Pathologies psychiatriques émergentes à l’adolescence : questionnement clinique et parcours de soin","authors":"L.-E. Dumas ,&nbsp;J. Lachal","doi":"10.1016/j.neurenf.2025.05.002","DOIUrl":"10.1016/j.neurenf.2025.05.002","url":null,"abstract":"","PeriodicalId":39666,"journal":{"name":"Neuropsychiatrie de l''Enfance et de l''Adolescence","volume":"73 4","pages":"Pages 173-174"},"PeriodicalIF":0.0,"publicationDate":"2025-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144255060","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Agenda","authors":"","doi":"10.1016/j.neurenf.2025.05.003","DOIUrl":"10.1016/j.neurenf.2025.05.003","url":null,"abstract":"","PeriodicalId":39666,"journal":{"name":"Neuropsychiatrie de l''Enfance et de l''Adolescence","volume":"73 4","pages":"Pages 234-236"},"PeriodicalIF":0.0,"publicationDate":"2025-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144254945","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}